2025-05-30T16:12:01+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

sunmingyao@um.edu.mo

 

Tel

(853) 8822 9209

Fax

(853) 8822 2402

Office

Room 1024, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Mingyao (Michelle) SUN 孫名謠

Assistant Professor
Faculty of Education, University of Macau

Academic Qualifications

  • PhD in Chinese Language Education and Teacher Education, Faculty of Education, The University of Hong Kong
  • MPhil in Curriculum and Teaching Methodology (Chinese language), School of Chinese Language and Literature, Beijing Normal University
  • BA in Chinese Language and Literature, School of Chinese Language and Literature, Northeast Normal University

Teaching Area

  • Subject-based Teaching Methods I (Chinese language education)
  • Curriculum Design in Chinese Education (MPhil level)
  • Theories of Curriculum & Instruction (Chinese language education)
  • Introduction to Education (for PGCE)

Research Area

  • Adaptive Chinese language instruction
  • Teaching and learning Chinese as a foreign/second language
  • Integration of AI into Chinese language education
  • Pedagogical content knowledge of Chinese language
  • Teacher learning and professional development

Current Research

  • Adaptive Chinese language instruction
  • Creativity in technology-integrated Chinese language education
  • Chinese reading intervention for L2 children in Hong Kong and Macau

  • Sun, M., Chan, S., Ke, S., Zhu, X., & Yao, Y. (2025). Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions. Reading in a Foreign Language, 37(2), 172-198. https://hdl.handle.net/10125/67503
  • Huang, X., Lin, C. H., & Sun, M. (2025). Untangling the relationship between teacher self-efficacy, job satisfaction, and occupational commitment. Educational Studies, 1-19. https://doi.org/10.1080/03055698.2025.2482636
  • Huang, X., Zhang, S., Sun, M., Kouhsari, M., & Wang, D. (2024). Uncovering relationships between formal and informal learning: Unveiling the mediating role of basic need satisfaction and challenge-seeking behavior. Journal of Workplace Learning, 37(1), 1-18. https://doi.org/10.1108/jwl-01-2024-0018
  • Huang, X., Sun, M., & Wang, D. (2022). Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity. Teaching and Teacher Education, 116, 103758. https://doi.org/10.1016/j.tate.2022.103758
  • Huang, X., Lai, C., Sun, M., & Sun, C. (2022). Associations of different types of informal teacher learning with teachers’ technology integration intention. Computers & Education, 190, 104604.
  • Huang, X., Lin, C-H., Sun, M., & Xu, P. (2022). Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm. Metacognition and Learning, 17(3), 897-919.
  • Huang, X., Lin, C-H., Sun, M., & Xu, P. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education, 107, 103491. https://doi.org/10.1016/j.tate.2021.103491
  • 孫名謠. (2025). 人工智能整合語文教學評價現狀調查——以香港、澳門為例.中學語文教學(04), 13-16. (北大核心)
  • 孫名謠. (2018). 淺論語文教材編寫的高度整合. 遼寧師專學報(社會科學版), (05), 55-57.
  • 孫名謠. (2017). 2014—2016年考試招生制度改革試點區中考語文試卷命題變化趨勢. 中國教師, (05), 51-54. (被《人大複印報刊資料》全文轉載)
  • 孫名謠 & 郎鏑. (2018). 2018年全國中考語文口語交際試題分析. 語文教學與研究, (24), 126-127.
  • 孫名謠 & 馮傅祎. (2018). 談張愛玲小說中的異國人形象——以《傳奇》為例. 遼寧師專學報(社會科學版), (03), 19-20+48.
  • 李倩, 孫名謠, 紀秋香, 鄭國民 & 王彤彥. (2019). 基於網絡平臺的語文關鍵能力評價與教學改進研究: 理念與路徑. 中國電化教育, (01), 35-40. (CSSCI)
  • 王彤彥 & 孫名謠. (2019). 論信息技術與語文學科教學的深度融合. 中小學數字化教學, (07), 63-65.
  • 吳欣歆 & 孫名謠. (2018). 學業評價驅動的語文教學改進——以教學目標觀的轉型為例. 中國考試, (10), 25-29. (被《人大複印報刊資料》全文轉載; (CSSCI)
  • 任洪婉 & 孫名謠. (2018). 基於網絡的語文關鍵能力個性化診斷及學習錶現研究——以文學類文本為例. 中國考試, (10), 20-24. (被《人大複印報刊資料》全文轉載)
  • 馮傅祎 & 孫名謠. (2018). 高等教育中心轉移的吸引力規律. 高教論壇, (08), 115-118.
  • 郎鏑 & 孫名謠. (2018). 學科教研員的社會屬性及組織實踐策略研究——以初中語文教研員為例. 基礎教育課程, (21), 50-56.
  • 姜冠群, 邵雯, 孫名謠 & 黃顯涵. (2022). 學校氛圍如何影響教師的焦慮情緒: 自我效能感的中介作用. 教學研究, 45(03), 49-54.
  • 孫名謠. (2018-05-04). 美國名校提前爭奪優秀本科生源. 中國教育報.

  • Sun, M. (2025, Jan 8-10). Adaptive teaching strategies to meet diverse student needs: A study of behavioural, cognitive, and emotional dimensions in inclusive education. New Schools of Thought: Critical Thinking & Creative Teaching, Los Angeles, US.
  • Sun, M. (2025, Jan 3-4). How to adapt to the changing world? A multiple-case study of teacher adaptability in China. International Conference on Education, Language and Teaching, Las Vegas, US.
  • Sun, M., Huang, X., Lai, C., & Sun, C. (2023, April 13-16). The impact of teacher adaptability on their positive attitudes towards online teaching during the COVID-19. American Educational Research Association (AERA) Annual Meeting, Chicago, US.
  • Sun, M. (2021, October 22-25). Research on the influence of teaching improvement programs on PCK of Chinese teachers in senior high schools. Global Teacher Education Summit students (GTES), Beijing, CN.
  • Huang, X., Sun, M., Zhang, S., & Kouhsari, M. (2023, April 13-16). From formal to informal teacher learning: The mediating role of basic need satisfaction. American Educational Research Association (AERA) Annual Meeting, Chicago, US.